How Will You Be Using Technology to Improve Teaching and Learning in Science? The goal of section 2.6 is to identify the major elements of your district's plans to use technology to enhance
teaching and learning in Science at the elementary, middle and secondary levels over the next three years.
The primary objective is that you provide a brief description of two or three broad-based practices being utilized by
the majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middle
and secondary levels. For example, if all or most of your fifth through seventh grade Science teachers are requiring
students to conduct internet research or produce multimedia presentations on a regular basis; this would qualify as
a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the classroom – do
not portray it as a broad-based practice.
Please feel free to include information about significant technology integration practices which are, by nature, not
broad-based. For example, if a high school science teacher is using simulation software to allow students to
conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the
Science curriculum area at the high school level only.
Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in
the Science instructional process, as well as your target levels for improvement. If your responses fall between
whole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5. Current Levels of Technology Integration in Science 1.0 Entry - Learn the basics of using the new technology.
Educational Technology Plan for Springboro Community City SD School Years: 2009-12
Status: Draft Started 8 Last Updated: Jun 23, 2006
2.0 Adoption - Use new technology to support traditional instruction.
3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on
increased student productivity and engagement by using word processors, spreadsheets, and graphics tools.
4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the
technology as needed and as one of many tools.
5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for
teaching algebra or designing projects that combine multiple technologies.
Grade Level Band
05-08
Where we are at now
Where we want to be
PreK-K
K-2
3-5
6-8
9-12
Grade Level Band
09-12
Where We Are Now
Where we want to be
Pre-K
K-2
3-5
6-8
9-12
How will we get there? Students will be given a variety of means to use technology to research current science issues, perform
laboratory experiments, collect and analyze data, and visualize concepts taught in class. Laboratory
equipment can be coupled with software such as Vernier software to assist in data collection and analysis, and
spreadsheets can be used to organize data and perform calculations on data. A variety of lab equipment can
include microscopes, temperature probes, robots, light sensors, Ti-83 calculators, and many other means to
help students accomplish learning the scientific process. Computer research for on-line articles can be
accomplished in the library or computer lab to help students understand and investigate current issues and
research in the science field as well as get more information about topics covered in class. The integration of
Smart Boards can help students to visualize and work with more challenging concepts taught in science
classrooms. Computers can be integrated more in the upper levels and used more as tools that aid scientists
to be more productive in their approach to research in science and in performing laboratory experiments.
Teacher training can be held after school within departments with science teachers sharing their knowledge
and experience with each other on a building level and between buildings. Also, teachers could attend the
local yearly science convention to obtain new ideas that can be brought to the science classroom. How will we know we're getting there? Each department or school science team can complete a semester survey that has the focus of evaluating how
technology is assisting students to use and understand the scientific process. The department chair or team
leader will work with the educational technologist to make sure the survey covers the Ohio State standards for
technology as well as the technology objectives set by each department or team that covers the scientific
process. How will we sustain focus and momentum? We will seek out support from our district's Administrative staff, Board of Education, Technology staff,
Teachers, Paraprofessionals and Parents.
Provide semester documentation of progress of the ACOT scale to appropriate personnel.
We would like to seek out Professional development opportunities for our faculty and staff to meet as science
teachers in order for us to share with each other things that we are doing in our classrooms that are working
towards having students use technology to help students be involved in the scientific process. This includes
the use of special laboratory equipment, computer programs, and special techniques that aid student learning.
The goal of section 2.6 is to identify the major elements of your district's plans to use technology to enhance
teaching and learning in Science at the elementary, middle and secondary levels over the next three years.
The primary objective is that you provide a brief description of two or three broad-based practices being utilized by
the majority of your district’s teachers to use technology to improve teaching and learning at the elementary, middle
and secondary levels. For example, if all or most of your fifth through seventh grade Science teachers are requiring
students to conduct internet research or produce multimedia presentations on a regular basis; this would qualify as
a broad-based practice. But if only a fraction of your teachers are regularly using these tools in the classroom – do
not portray it as a broad-based practice.
Please feel free to include information about significant technology integration practices which are, by nature, not
broad-based. For example, if a high school science teacher is using simulation software to allow students to
conduct virtual experiments which are too dangerous to replicate in the classroom or lab; please indicate this in the
Science curriculum area at the high school level only.
Using the ACOT Scale and the grid below, indicate your school's current level of effective technology integration in
the Science instructional process, as well as your target levels for improvement. If your responses fall between
whole numbers, such as between 3.0 and 4.0, feel free to use .5 increments such as 3.5.
Current Levels of Technology Integration in Science
1.0 Entry - Learn the basics of using the new technology.
Educational Technology Plan for Springboro Community City SD School Years: 2009-12
Status: Draft Started 8 Last Updated: Jun 23, 2006
2.0 Adoption - Use new technology to support traditional instruction.
3.0 Adaptation - Integrate new technology into traditional classroom practice. Here, they often focus on
increased student productivity and engagement by using word processors, spreadsheets, and graphics tools.
4.0 Appropriation - Focus on cooperative, project-based, and interdisciplinary work - incorporating the
technology as needed and as one of many tools.
5.0 Invention - Discover new uses for technology tools, for example, developing spreadsheet macros for
teaching algebra or designing projects that combine multiple technologies.
Where we are at now
Where We Are Now
How will we get there?
Students will be given a variety of means to use technology to research current science issues, perform
laboratory experiments, collect and analyze data, and visualize concepts taught in class. Laboratory
equipment can be coupled with software such as Vernier software to assist in data collection and analysis, and
spreadsheets can be used to organize data and perform calculations on data. A variety of lab equipment can
include microscopes, temperature probes, robots, light sensors, Ti-83 calculators, and many other means to
help students accomplish learning the scientific process. Computer research for on-line articles can be
accomplished in the library or computer lab to help students understand and investigate current issues and
research in the science field as well as get more information about topics covered in class. The integration of
Smart Boards can help students to visualize and work with more challenging concepts taught in science
classrooms. Computers can be integrated more in the upper levels and used more as tools that aid scientists
to be more productive in their approach to research in science and in performing laboratory experiments.
Teacher training can be held after school within departments with science teachers sharing their knowledge
and experience with each other on a building level and between buildings. Also, teachers could attend the
local yearly science convention to obtain new ideas that can be brought to the science classroom.
How will we know we're getting there?
Each department or school science team can complete a semester survey that has the focus of evaluating how
technology is assisting students to use and understand the scientific process. The department chair or team
leader will work with the educational technologist to make sure the survey covers the Ohio State standards for
technology as well as the technology objectives set by each department or team that covers the scientific
process.
How will we sustain focus and momentum?
We will seek out support from our district's Administrative staff, Board of Education, Technology staff,
Teachers, Paraprofessionals and Parents.
Provide semester documentation of progress of the ACOT scale to appropriate personnel.
We would like to seek out Professional development opportunities for our faculty and staff to meet as science
teachers in order for us to share with each other things that we are doing in our classrooms that are working
towards having students use technology to help students be involved in the scientific process. This includes
the use of special laboratory equipment, computer programs, and special techniques that aid student learning.